二語習(xí)得中詞匯學(xué)習(xí)策略的相關(guān)研究綜述

ReviewontheResearchofVocabularyLearningStrategiesinSLAAbstract:Metacognitivestrategieslanguagelearnerstocontrolandevaluatetheirownlearning.Socialpoliciestohelplanguagelearnersincreasedinteractionwithotherlearnersinordertoimprovethetargetlanguage.Affectandemotionalneedsoflearners.Inthefieldofsecondlanguageacquisition,learningvocabularyhasbeenamostdiscussedissues.Vocabularyisthefoundationofsecondlanguageacquisition,learningasecondlanguageisthemostbasicwaytoconsolidatevocabularybylearninglanguageskills,andthiswasthebasicwaytolearnalotofpeopleoverlook.Literaturesurveyshowsthatoverthepastdecade,China'svocabularylearningstrategieshasmadegreatprogress,manylanguageexpertsinvocabularymakeeffortsandresultsareobvious.PreviousresearchershaveexploredthegeneralpatternofChineseCollegeStudents'EnglishvocabularylearningstrategieslearnedthroughthismodeofChina-relatedvocabularylearningstrategiesandstudenttestscoresbetweenthiscorrelationwilldeterminethestudents'learningisnotpracticalstrong,becausetheyaremorefocusontheexchangeofwrittenexpression,ratherthanlearningthevocabularyaswell.Basedonpreviousstudies,theperspectiveoftryingtostudyasecondlanguagevocabularylearningfromthenewmethod,andputforwardsomeconstructivesuggestions.Keywords:Vocabulary;LearningStrategies;SLA1.IntroductionThesecondforeignlanguagelearningisthemostfundamentalandimportantvocabularylearning.AsWilkinssaid,althoughthoughthereisnogrammarrules,butalsothemeaningoftheexpression,butlittleisknownaboutthevocabularytoexpressthemeaningofitunsatisfactory.Nowordstonottalkabouttheseoralandwrittenskills.AppliedLanguageonthebasicperformanceinthesefourareas,therefore,tolearnaforeignlanguagewell,wemustworkhardinthevocabularyofthetime,butthisistheintroductorylanguagelearningfoundation.[SEQa1]'.Manydomesticandforeignlinguiststhinklanguagelearningisthemostimportantandbasicvocabularylearning,therefore,importanttolearnthemeaningofwords.Herearesomelanguageexpertsviewsonlanguagelearning.gasslSelinkernotedthatlanguagelearningvocabularymaybethemostimportantpartoftheMcCarthysaid,regardlessofaperson'sgrammarismuchbetter,nomatterhowsuccessfulL2soundsaremastered,ifthelackofvocabulary,thesamecannotbeexpressedmeaning,inL2communicationcannotproducethesenseofcommunication.[SEQa2].Lauferindicated,thereisnounderstandingofthetextispossible,bothinthevocabularyofamothertongueoraforeignlanguage,withoutunderstandingthetext.Krashenbelievesthattheleadingroleoflanguageismainlyreflectedinthecompositionofwords,thatdifferentcombinationsofwordswillproducedifferentsemanticmeaning.Thishasbeenrecognizedbymanyscholars.Hamersuggestedthatifthestructureistheskeletonoflinguistics,vocabularyissovitalorgans,bloodandflesh,isanintegralandimportantpresence.ChinesescholarWangalsomadeclearthat,intheprocessoflearningEnglish,tomasteralargenumberofEnglishwordsisessential,thisisbeyonddoubt.Theimportanceoflanguagevocabularybuildingmaterialslikebuildings,isessentialandvital,anddirectlydeterminesthequalityoflanguagevocabularylearning.Insum,thefundamentalroleofvocabularylearninginsuccessfulsecondlanguageacquisitionhasbeengreatlyrecognizedbythescholarsbothathomeandabroad[SEQa3].2.LiteratureReview2.1TheoreticalBasisofLanguageLearningStrategies2.1.1DefinitionofLanguageLearningStrategiesLanguagelearningstrategyisthedevelopmentoflanguagelearners,thesystemlearningstrategiesandlearningstrategieshaveadirectimpact.Learningaboutthepolicydefinition,theterminconsistenciesfromdifferentaspectsofthelearningstrategiesaregenerallydefinedanddescribed.ChamotLearningstrategiesaretechniques,approachesordeliberateactionthatstudentstakeinordertofacilitatethelearning,recallofbothlinguisticandcontentareainformation[SEQa4].Oxfordprovideslanguagelearnerstomentiononeofthemostcomprehensivedefinitionof`languagelearningstrategiesusedtocollect,storeoperation,retrievalanduseofinformationassistance,specificactionstakenbytheinformationlearnertomakelearningeasier,faster,andmorehappy,moreautonomous,moreeffectiveandmoreapplicabletothecontemporarycontext[SEQa5].NunanLearningStrategiesandcommunicativeprocessortechnologylearnersandlearningtouselanguageeffectively.Idefinelearningstrategiesforlearnersexplicitorimplicittechnologyorbehavior,topromotelanguagelearning.ChinesescholarWenQiufangalsogavehisdefinitionoflearningstrategieslearnerstolearneffectivelysolvetheproblemofaction."Cohendefinedlanguagelearningstrategy,becausethatcouldleadtoactiontoimprovelearningoruseasecondorforeignlanguage,throughshortage,retention,recallinformationandapplications.Thesearelearningsomeoftheleadinglinguistsmaindefinitiontactics[SEQa6].Althoughdifferentdefinitionshavetheirowncharacteristics,buttheyarefocusedonthefollowingpoints.(1)Whetherlanguagelearningstrategiesaretobeseenasapproachortechnique(2)WhetherlanguagelearningstrategiescontributedirectlyorindirectlytoLanguagelearning(3)Whetherlanguagelearningstrategiesshouldberegardedasbehavioralormental(4)Whetherlanguagelearningstrategiesaretobethoughtofasconsciousorassubconscious[SEQa7].Takingintoaccountthecharacterofthedefinitionoflanguagelearningstrategies,Iprefersomeofthecommonmethodsofvocabularylearningstrategies,suchasspecificacts,technicalorideological,directlyorindirectlypromotestudentlearningvocabulary.[SEQa8].2.1.2CharacteristicsofLanguageLearningStrategiesEllissuggestedthatperhapsbyidentifyinglearningstrategiesistotrytosetoutitsmainfeaturesisanexcellentwaytobeabletograspthenatureoflearningstrategies.Hecitedthelearningstrategiescharacteristicsareasfollows[SEQa9].1)StrategiesreferstothegeneralapproachandspecificactionsortechniquesforlearninganL2.2)LinguisticstrategiescanbeperformedinLlandL2.3)Learnersaregenerallyawareofthestrategiestheyuse,andbeabletoidentifywhattheycontain,iftheywereaskedtofocusonwhattheyaredoing/thinkingsomething.4)Problem-basedlearningstrategyistodeploystrategiestoovercomelearningproblems.StrategiesbyprovidingdataonL2learners,therebyprovidingindirectlearningstrategiesforlearners,andthesemethodscanhandle.However,somepoliciesmaydirectcontribution(forexample,memorystrategiesforspecificwordsorgrammarrules)[SEQa11].6)Strategyinvolvesverbalbehavior(suchasthenameoftherequestedobject)andnon-verbal(suchastotheobject,sothatthedefendantknowthename).7)Somestrategiesarebehavioral,somearespiritual.Therefore,somestrategiesaredirectlyobserved,whiletheotherisnot[SEQa10].8)Strategyusevariesconsiderablyasaresultofboththekindoftaskthelearnerisengagedinandindividuallearnerpreferences.2.1.3ClassificationofLanguageLearningStrategiesManyscholarshavetriedtolearnthelanguageproposeddifferentcategories,thefollowingarerepresentativeofthepolicy.2.1.3.1Cohen'sClassificationCombinedwiththeuseofclassifiedlearningstrategiesintotwobroadcategoriesofobjects,thelanguagelearningstrategiesandlanguageusestrategiesbasedon[SEQa12].Languagelearningstrategiesreferstotherecognitionoflearningstrategies,differentfromothermaterials,withtheefforttorememberit[SEQa13].Languagepolicy,thereis`searchstrategy(callstoredlanguagematerial),repeatstrategy(practicetargetlanguagestructure),coverpolicy(aspecialtypeofcompensationorcopingstrategies),communicationstrategy(inpassinginformationtoeachother).2.1.3.2Oxford'sClassificationOxfordlanguagelearningstrategiesintotwocategories,directandindirect,betweenthepolicyandtherelationshipbetweenlanguagematerials.Directcognitivelearningareas,therearethreetypes:memory,andcompensationstrategiesdirectlyrelatedtothetargetlanguage,needpsychologicalprocessesoflanguage[SEQa14].Directstrategyusedtodevelopfourskills:listening,speaking,readingandwriting.Indirectstrategiescanbedividedintothreecategories:metacognitive,emotionalandsocialpolicies,supportandmanagementisnotdirectlyinvolvedinlanguagelearningthetargetlanguage[SEQa15].Oxfordclassification,differentstrategieshavedifferentfunctions.Memorystrategiestohelplanguagelearnerstogatherinformationandlook.Cognitivestrategieshelplanguagelearnersconsciousness.Compensationstrategiestohelplanguagelearnerstoovercomegapsinknowledgecontinuetocommunicate[SEQa16].Metacognitivestrategieslanguagelearnerstocontrolandevaluatetheirownlearning.Affectivestrategiesandemotionalneedsoflearners[SEQa17].Socialpoliciestohelplanguagelearnersincreasedinteractionwithotherlearnersinordertoimprovethetargetlanguage.2.2TaxonomyofVocabularyLearningStrategies2.2.1Schmitt'sTaxonomyBasedonthescopeofOxfordsocialmemory,cognitionandmetacognition,Schmidtcompiledacomprehensivelistofvocabularylearningstrategies.Schmitt'sclassificationisentirelyconsistsoffivemaingrouppolicy.Classificationasshownbelow[SEQa18].DET(Determinationstrategies)—discoveringanewword'smeaningSOC(Socialstrategies)—interactionwithotherpeopletoimprovelanguagelearningMEM(Memorystrategies)—relatingnewmaterialtoexistingknowledgeCOG(Cognitivestrategies)—manipulationortransformationofthetargetlanguagebythelearnerMET(Meta-cognitivestrategies)—consciousoverviewofthelearningprocessandmakingdecisionsaboutplanning,totallymonitoring,orevaluating[SEQa19].2.2.2O'MalleyandChamot'sTaxonomyAffectedcognitivepsychology,O'MalleyandChamotfreevocabularylearningstrategiesintothreecategories,accordingtotheinformationprocessingmodel[SEQa20].Metacognitivestrategyistheimplementationofhigher-orderskills,itprovidesanoverviewoftheuseofvocabularyandlearningprocess.Itcanbeadjustedthroughasuccessfullearningvocabularylearning,monitoringorevaluationoflearningactivities[SEQa21]Operatingstrategyinvolvesspecificcognitivelearningtasks,directmanipulationtodirectinformation.Social/affectivestrategiesdealingmainlywithrepresentativesinvolvedininfluencinginteractionwithanotherpersonortheideaofcontrolbroadgroupingofrelationships[SEQa22].ThefollowingtableisthetaxonomyofvocabularylearningstrategiesbyOMalleyandchamodel.2.3BriefReviewoftheTaxonomyofVocabularyLearningStrategiesInclassificationvocabularylearningstrategies,O'MalleyandChamotlearningpolicyframeworkseemstobemorereasonablethantheothercategories.Cohen'sclassificationdoesnotinvolvemetacognitivestrategiesinlanguagelearningplaysacrucialrole.AccordingtoO'MalleyandChamot'sclassification,Oxford`produce,overlappingparts.Oxfordclassification,compensationstrategies,overlappingsocialpolicy[SEQa23].Moreimportantly,intheOxfordtheory,thereisnodirecthierarchicalrelationshipbetweenthevisibleandindirectcategory.Numerousstudiesshowthatdifferentcategoriesofvocabularylearningstrategieshaveacertainintrinsiclink.SoOxfordclassificationisnotfeasible.Oxfordclassificationcompared,O'MalleyandChamotclassificationmanagedtoavoidoverlappingOxfordclassificationbetweencategories[SEQa24].Italsoshowstherelationshipbetweenthedifferentlearningstrategies.Inaddition,O'MalleyandChamot'sclassificationhasasolidtheoreticalfoundation,whichismainlybasedoncognitivetheoryofinformationprocessing.Thistheoryfocusesonhowinformationisenteredlearner'smemorysystem,andwhatkindofstoredandretrievedfromthememorysystem.Tosumup,O'MalleyandChamot'sclassificationmorecomprehensiveandreasonable;therefore,theauthorsusedtheclassificationofO'MalleyandChamot[SEQa25].2.4SurveyofRelatedResearchesintoVocabularyLearningStrategies2.4.1ResearchesintoVocabularyLearningStrategiesoutsideChinaVocabularylearningstrategiesneglectedcoursesinthe1950sand1960swhentheimpactoftheaudioLegalismMethodologydominant,butundertheinfluenceofacomebackyearCommunicativeLanguageTeaching.SituationintheWesternworldvocabularylearningstrategiesformanyyearshavebeenignored.WiththeVocabularyisafundamentalpartofsecondlanguageacquisition,theimportanceofvocabularylearninginSecondLanguageAcquisitionManyresearchersbelieve.Alotofresearchinthisareahasbeenextensivelystudied.Sincethe1980s,wehaveseenanincreasingnumberofstudiesbasedontheexperience,suchasbilingualglossary,thenatureofvocabularyacquisition,secondlanguagelearnerstousevocabulary.[SEQa26].VocabularyLearningStrategiesofhistorycanbedividedintothreestages.Inthefirstphase,theresearchersfocusedonstrategiestoidentifyandlistusedbysecondlanguagelearners.Inthesecondphaseresearchershaveattemptedtoclassifythemaccordingtotheircharacteristics.Inthethirdperiod,researchershaveattemptedtocomparetheeffectivenessofdifferentfollowingarerepresentativeresearchersandtheirachievementsinthethreestrategies.Inthefirstphase,theresearchersstressedthatrecognitionpolicy.Sternislistedonreflectionstrategies.Mostresearcherstriedtofindstrategiesadoptedlanguagelearners.OnbehalfoftheresearchersisNaiman[SEQa27].Naimantrytolistallthegoodstrategies,whichisusuallygoodlearneruses.Theyfoundsixbroadstrategies,goodlanguagelearnerssharedasfollows:Strategy1:findyourlearningstyle.Goodlanguagelearnerswillrealizethatsuittheirtypeofsecondlanguagelearning.Whentheymeettheteachingstatusquo,theysoonfoundawaytoadaptormodifytosuittheirsituation.Strategy2:yourselfintothelanguagelearningprocess.Goodlanguagelearnersdonotpassivelyacceptwhatispresentedtothem,buttogotomeetit.Theyaremoreinvolvedintheclassroom,whethersignificantornot.Strategy3:Developingasenseoflanguage,bothasasystemandcommunications.Goodlanguagelearnersnotonlyawareofthelanguageisacomplexsystemofrules,butitisalsousedforapurpose,theycombinegrammarandpragmaticcompetence.Strategy4:Noteexpandyourknowledgeofthelanguage.Goodlanguagelearnersarenotsatisfiedwiththeirknowledgeoftheotherlanguage,butalwaystriestoimproveitsknowledge.Theydidnotknowwhattodospeculation,bycomparingthemwiththenewlanguagetocheckwhethertheyarerightorwrong,andaskedEnglish-speakingpeopletocorrecttheirmistakes.Someareconstantlylookingforcluesinthesecondlanguage.Strategy5:Developtheirknowledge,initsownright,andfinallythinkofit.TheydonotallinvolvedintheirfirstlanguagebutletLZanindependentsystem[SEQa28].Strategy6:Consideringsecondlanguagelearningimposed.Goodlanguagelearnersrealizethatsecondlanguagelearningisverydemanding.Itseemsthatyouarereceivinganewpersonality,yourspecialinteresttoYes.Inthesecondlanguageclassroomstupidmistakesyourselfpain.Goodlanguagelearnerspersistdespitetheseaffectivedisorder.Inthesecondphase,manyresearchersfocusonthepreparationofinventoryoflearningstrategies.faerachKasperresearchandcommunicationpolicyofthesystem.Theywillbecommunity-basedstrategiesfortheachievementstrategiesandavoidancestrategies.Achievementstrategiestoexplorealternativewaystoperformaparticularformorfunction:learnersattempttosolvethisproblem,heorshefaced[SEQa29].Evasivetacticstoavoidlanguagelearnerorlanguagefunctiontoavoidbehavior,propositional,modalorhorizontal.Oxfordshootandorganizeawidevarietyofvocabularylearningstrategies.Shewilllearnstrategiesintosocialstrategies,memorystrategies,socialstrategiesandmeta-cognitivestrategies.Basedonthetheoryofcognitivepsychology,O'MalleyandChamotteachingstrategiesfallintothreecategories:metacognitivestrategies,cognitivestrategiesandsocial/affectivestrategies[SEQa30].Cohendefinedthelearningstrategiesforlearnersconsciouslearningprocess.Learningstrategiescanbedividedintofourcategories:searchstrategy,repeatstrategy,coveringpolicyandcommunicationstrategies.Therearealsospecialstudiesbeyondthescopeofclassificationoflearningstrategies.SomeresearcherssuchasVerden&Rubin,werecomparedtothedifferences`goodlanguagelearnersandlanguagelearners`bad.Theyfoundthatwhenusingthevocabularylearningstrategies,thereisnosignificantdifferencebetweentheuserandtheuser.O'Malleyfoundthatrepetitionisthemostcommonstrategy,andtheneedformoreaggressiveactionpolicyinformation(images,reasoning,keywordmethod)moreoften.AhmedfoundthatmanyEnglishlearnerstotakenotesorwritenotesontheedgeofthebook.Inthethirdperiod,manyresearchersconductedin-depthresearch,andfocusontheeffectivenessofspecificstrategiesevaluatedbycomparisontootherstrategies.

Researchershaveformedtheassociation,keywordsandstoriesmethodsvocabularylearningstrategiestobecomemoreinterested.2.4.2ResearchesintoVocabularyLearningStrategiesatHomeInfluencedbyWesternresearchers,someChineseresearchersalsoChineseUniversityofvocabularylearningstrategiesempiricalresearch.ChineseresearchersaremoreconcernedaboutisthatChinesecollegestudentswhatkindofvocabularylearningstrategies,andtacticsemployedwhetheritcaneffectivelyimprovestudents'vocabularytestscores.GuandJohnsonsurveyed850BeijingNormalUniversityEnglishMajors'VocabularyLearningStrategiesandtheoverallpatternoflanguageusepolicyrelevance.TheresultsshowthatChineseEnglishlearnerstakeavarietyofvocabularylearningstrategies,includingtheuseofthedictionary,guessing,repetitionandEnglishLearningStrategies[SEQa31].WangWenyuconductedastudy(Englishmajorsandnon-Englishmajorshalfhalf,from10universities)50Chinesecollegestudents.Byusingquestionnairesandtests,hediscussestherelationshipbetweenlearners'vocabularylearningbeliefsandvocabularylearningstrategiesbetween.Onthebasisofresearchdata,thispaperdiscussesthevocabularylearningstrategiesandvocabularyrelevance.WangWenyuresearchfocusedonmetacognitivestrategies.Hefoundthatsubjectsusingavarietyofmetacognitivestrategies,suchaswordlists,rehearsalstrategies,codingstrategiesandactivationpolicies.Studieshaveshownthatthereisacorrelationbetweenaclosedsubject.Wenyulearningstrategiesinvocabularytestscoresandvocabulary.WangalsopointedoutthatEnglishmajorsandnon-Englishmajorsdifferencesinvocabularylearningstrategyuse.WuXiaandWangQiangalsousedaquestionnaireadaptedfromO'MalleyandChamotof400EnglishmajorsophomoreatBeijingNormalUniversity.TheyhavefoundasimilarrelationshipwithWangWenyuaboutpolicyandtheuseoftestresultsbetween.WangQiangmadethefollowingconclusions:Chinesestudentusesavarietyofmetacognitivestrategiesandcognitivestrategies.Atthesametime,metacognitivestrategiesarecloselyrelatedtothequantityandqualityofknowledgeofEnglishvocabulary,butthere'sabigdifferencebetweenthequantityandqualityofstudentsofEnglishvocabularyknowledgeandvocabularyknowledge.WangQianginthestudy,metacognitivestrategiesandcognitivestrategiesarerelatedto,butnotincludingsocial/affectivestrategies.ZhangPingResearchStrategyforPostgraduateStudentslearnvocabulary.Similarresults,WangWenyuandmartialarts.EnglishmajorsophomoreRubenapplicationofacertaintypeofstrategyemployedmemoriesdifficultwords.Theresultsshowedthatthecombinationofselectiveattentionandsemanticstrategiesaresuperiortosingleorselectiveattentionsemanticstrategy,long-termmemoryisdifficultEnglishvocabularychoice.FengLinandWangQinghuaExperimentalresearchstudy`classifiedvocabularylearningstrategies.Theywillbe120non-Englishmajorfreshmendividedintothreegroups.Theyaretwoexperimentalgroupsandonecontrolgroup.Thecontrolgroupdidnotacceptthe"rating"training.Researchersvocabularylearningstrategiesintheexperimentalgroupweredescribed.Atrainingset60minutes,onceforall,whiletheothersetwas10minutes,sixminutes.Finally,theresearchersexperimentalandcontrolgroupswerecomparedandfoundthatclassificationpolicypromotesEnglishwordsreserved.Buttherewasnosignificantdifferencebetweentheexperimentalgroup,whichmeansthatdifferenttrainingmethods,traininghasnoeffectonthefrequencyoftraining.ConclusionOnthebasisofliteraturereviewandexperimentalresearch,IfoundthatChineseresearchersonlyfortheoverallpatternofChineseCollegeStudents'Englishvocabularylearningstrategies,lookingforcorrelationsstudents'vocabularylearningstrategiesandtestscoresbetween.Atthesametime,somepreviousresearchershavefocusedonsecondlanguagelearnersthroughacertainvocabularylearningstrategiesandtacticsemployedwhetherlearnerscaneffectivelyimprovevocabularytestscores.Opinion,previousstudiesofChinesecollegestudentswhoonlycareaboutemploymentpolicy.NotallChineseuniversitystudentsisaneffectivestrategy.Somestrategiesareinefficient,aspreviousstudieshaveshown.Howtohelpstudentsadopteffectivevocabularylearningstrategiesinsecondlanguageacquisition?RelatedresearchinthisfieldinChinaisquiterare.SoIdecidedtoChinesestudentsstudyeffectivevocabularylearningstrategies.Reference[1] Carthy(2014).Keyword-methodinRussianClassroomTeaching,CanadianEnglishJournal.[2] Chamot,A.U.(2011).ThelearningstrategiesofESLstudents.EnglewoodCliffs:PrenticeHall.[3] Coady,J.&Huchin.T(2013).SecondLanguageVocabularyAcquisition.Cambridge:CambirdgeUniversityPress.[4] Faerach,Kasper(2013).HighfrequencyvocabularyandreadingproficiencyinESLreaders.Cambridge:CambirdgeUniversityPress.[5] Naiman(2014).S